In Episode 30 – Ocean Onliners, our guest Elizabeth Sanli offered perspectives from both sides of the virtual podium – she teaches online courses for Memorial University – Newfoundland and Labrador’s University and she’s currently an online student, pursuing a Bachelor of Education to go along with her PhD in Kinesiology. Returning to class as a student has raised Elizabeth’s awareness of the ways in which instructor expectations may not align with learner preparedness, and she offered an idea for how to address this.
The classic structure of formal education is built on a one-way flow of information, from teacher to student. Since most educators’ experiences as learners followed this conventional format, from K through 12 and beyond, it’s no wonder we often fall back on habit, stuck in that same transmit-only configuration even after we’ve transitioned from a traditional to a virtual classroom. In Episode 18 – Virtual Speaks Volumes, our guest Rebecca Hutchinson of UMass Dartmouth shared a wonderfully multi-directional approach to teaching and screen sharing in her synchronous online sculpture classes.
Now that the majority of higher education faculty have had at least some experience with virtual instruction, returning to a physical campus has caused many academics to ponder how to apply the lessons we learned online to our non-virtual courses – in other words, are there benefits to using some combination of synchronous and asynchronous content and, if so, how do you decide what needs to be done in real-time? Carey Borkoski, our guest from Episode 29 – Activist Educators, shared some insights on this dilemma.
Time is the raw material of our days. On the one hand it is precise and predictable. The clock chimes hours into equal measures. But on the other hand it is pliable and easily warped. We write the syllabi, we schedule assignments, we set grading schemes. If we are careless, time can unravel and spinContinue reading “#31: Teaching in a Time Warp”
As universities attempt to turn away from the remote emergency instruction of 2020 and return to seat-based classes, here at Wired Ivy we’re taking a decidedly contrarian approach. Since everyone else seems to be talking about a return to campus, we’re trading the Ivory Tower and for the deep blue sea. The Marine Institute atContinue reading “#30: Ocean Onliners”
September is a great time to look at our syllabi, course designs, our delivery strategies, and our degree programs with fresh eyes. Often, when we undertake this kind of review, we tend to focus on what’s missing, what doesn’t work. Carey Borkoski of Johns Hopkins University and Brianne Roos of Loyola University – Maryland makeContinue reading “#29: Activist Educators”
Technology is disrupting academia in many ways, including the question of who owns course content and other intellectual property. Duplication of digital resources is easy to do and difficult to trace. Digitally recorded lectures can be deployed long after the professor has left the institution, or even died. So the issue of control and access is critically important to online instruction, and to all higher ed, in the 21st century.
The new academic year seems like an opportune time to ask… are online, asynchronous, and hybrid strange new teaching strategies, or are we simply using new terminology to describe familiar techniques?
Welcome to Wired Ivy… Summer Shorts! Dan here. Are you ready for some island time? Sometimes you just want to get away. And if you’re teaching online you can! Bouvet Island in the Southern Ocean is the place to go. It’s the most remote land on Earth, with the closest neighbor being the Princess AstridContinue reading “#26: No Teacher is an Island (Summer Shorts)”
Welcome to Wired Ivy… Summer Shorts! I’m Kieran, and today we’re going to explore time and relativity as they pertain to teaching synchronous, asynchronous, and self-paced courses. I know this is hard to believe, given what comes out of the 24-7 media fire hydrant we’re all tapped into, whether we try to be or not,Continue reading “#25: Time is on My Side (Summer Shorts)”